State Standards: GLEs/GSEs Or Common Core State Standards:
PS1 (9-11)-4 (4a, 4c)
Context of the Lesson Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
This the 3rd lesson in the topic of covalent bonds and it is used to understand polarity. It also allows a time for the students to get out of the classroom and use the lab. It will strengthen skills in the lab as well as give students a new understanding of polarity.
Opportunities to Learn
Definition: Materials, Learners and Environments
Plans to differentiate instruction: In this lesson there will be a few MI: logical, interpersonal, intrapersonal, spatial, kinesthetic.
Accommodations and modifications: All of the students have been in the lab and understand safety rules. I will address however that fallowing directions are a must. And that you will be working with NaCl which should be handled with care. It is on 0.1% so it is not readily harmful, but to make sure that each student is safe I will tell them to treat it with extreme care.
Environment factors: The class will be in the lab. The materials will be at the front of the classroom.
Materials: Pencil, paper, ruler, scissors, toothpicks, 4 different food colors, plastic cup, 0.1% NaCl solution and chromatography paper
Objectives
Students will be able to see the differences in polarity by looking at a paper chromatography sample, in part helping them understand the effect of polarity.
Instructional Procedures
Opening: Today we will be in the lab so you must fallow me to the lab. Once in the lab. No one touch anything yet you need to put on all PPE, while they are putting them on I will hand out the procedure. Once they have the procedure, I will make sure that they know NaCl should be handled with care, and try and not spill it. As for the dyes, if you get them on your cloths they will stain. Read through the lab and make your data tables. They should look something like the one I have on the board. Now all the materials are up at the front so come one at a time to get the materials and work quickly yet safely. What shows something being polar on the chromotography paper?What are your predictions of which dye will be most polar?
Engagement: During the lab I will walk around making sure that all the students are doing the right thing and that they are abiding by safety rules.Questions to ask during the lab
How much solvent should be in the cup?
Why are we using pencil to mark the paper? Closure:
If there is time left I will bring the class back to the classroom and ask them if they have any problems with the lab, and if we could address them at that point I will. I will assign the lab analysis part for hw.
Assessment
The analysis part of the lab and we have a test in 2 days.
Lesson Title
Or Common Core State Standards:
Where does this lesson fit in the curriculum and instructional context? Is it the opening of a unit or a series of lessons?
Definition: Materials, Learners and Environments
In this lesson there will be a few MI: logical, interpersonal, intrapersonal, spatial, kinesthetic.
Accommodations and modifications:
All of the students have been in the lab and understand safety rules. I will address however that fallowing directions are a must. And that you will be working with NaCl which should be handled with care. It is on 0.1% so it is not readily harmful, but to make sure that each student is safe I will tell them to treat it with extreme care.
Environment factors:
The class will be in the lab. The materials will be at the front of the classroom.
Materials:
Pencil, paper, ruler, scissors, toothpicks, 4 different food colors, plastic cup, 0.1% NaCl solution and chromatography paper
Instructional Procedures
Today we will be in the lab so you must fallow me to the lab. Once in the lab. No one touch anything yet you need to put on all PPE, while they are putting them on I will hand out the procedure. Once they have the procedure, I will make sure that they know NaCl should be handled with care, and try and not spill it. As for the dyes, if you get them on your cloths they will stain. Read through the lab and make your data tables. They should look something like the one I have on the board. Now all the materials are up at the front so come one at a time to get the materials and work quickly yet safely.
What shows something being polar on the chromotography paper?What are your predictions of which dye will be most polar?
Engagement:
During the lab I will walk around making sure that all the students are doing the right thing and that they are abiding by safety rules.Questions to ask during the lab
How much solvent should be in the cup?
Why are we using pencil to mark the paper?
Closure:
If there is time left I will bring the class back to the classroom and ask them if they have any problems with the lab, and if we could address them at that point I will. I will assign the lab analysis part for hw.